A Conceptual Model of Observed Physical Literacy

Abstract

Physical literacy is a concept that is gaining greater acceptance around the world with the United Nations Educational, Cultural, and Scientific Organization (2013) recognizing it as one of several central tenets in a quality physical education framework. However, previous attempts to understand progression in physical literacy learning have been limited to preexisting knowledge and psychoso-cial and physical assessment instruments and have been proved to be less than complete in the understanding of this construct. The aim of this article was to present a unique conceptual model of observed physical literacy and establish an assessment rubric on which future assessment protocols may be based. Seminal definitions of physi-cal literacy and numerous models of physical education instruction were reviewed to establish common core elements of physical lit-eracy. These core elements were then viewed through a Structure of Observed Learning Outcomes (SOLO) taxonomy lens to establish an assessment rubric that may be applied to extend understanding of student learning within this construct. The established core el-ements of physical literacy and the application of the SOLO tax-onomy provide a potentially useful tool for future assessment item development.